This mixed-methods research study explored the impact of restorative disciplinary practices on Latino students in an urban middle school. There is a significant need to eradicate the racial disparity on the discipline of Latino students when compared to their white counterparts. School districts are experiencing a rising number of EL students and the need to address disproportionality has increased the urgency to change educational practices to achieve equity. Evidence suggests that exclusionary practices in a school setting has inequitable and adverse effects on students of color and low-income students. Current research illuminates the need for immediate change in school disciplinary practices, shifting from punitive, zero-tolerance policies to more supportive restorative approaches. Growing evidence leads to the conclusion that restorative approaches to discipline that teach students how to resolve conflict by taking responsibility for their actions in order to repair relationships yields better outcomes than punitive/authoritarian approaches. Kurt Lewin's (1951) Change Theory provided the theoretical framework to analyze the data of this study to determine what factors supported the conclusion that a paradigm shift occurred within the school through the use of restorative disciplinary practices. The study focused on gathering information and understanding the perspectives of the leaders of the restorative team and ESOL teachers in an urban middle school. The qualitative and quantitative data collected indicates that the leadership team and the ESOL teachers positively perceived the effects of the restorative discipline practices during the implementation. The student data, however, indicates that the implementation did not improve students' overall perception of the school climate with elements such as teachers care, school safety, respecting differences, racism and sense of belonging. The inherent support and advocacy of ESOL teachers to accept other cultures and perspectives had a positive impact on the EL student perspective. EL students experienced the greatest overall increase in perceptions of the school climate on teachers care, school safety, respecting differences and sense of belonging of all subgroups over the course of three years; moreover, they expressed the largest decline in their perception of racism. The implications of the study provide valuable evidence to encourage educators to embrace a wider, more broad restorative practices philosophy/framework, rather than focusing almost exclusively on disciplining differently which would put greater emphasis on building relationships and school community. This would likely result in more positive perceptions of school climate and a need to implement restorative disciplinary practices less frequently. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]